Democracy Lessons in Market-Oriented Schools: The Case of Swedish Upper Secondary Education

Autor/inn/en	Lundahl, Lisbeth; Olson, Maria
Titel	Democracy Lessons in Market-Oriented Schools: The Case of Swedish Upper Secondary Education
Quelle	In: Education, Citizenship and Social Justice, 8 (2013) 2, S.201-213 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197913483684
Schlagwörter	Democracy; Foreign Countries; Ethnography; Marketing; Secondary Education; Goal Orientation; Student Attitudes; Student School Relationship; Educational Change; Knowledge Economy; Teaching Methods; Educational Objectives; Student Evaluation; Knowledge Level; Performance Based Assessment; Futures (of Society); Neoliberalism; Citizenship Education; Sweden; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Demokratie; Ausland; Ethnografie; Sekundarbereich; Zielorientierung; Zielvorstellung; Schülerverhalten; Schüler-Lehrer-Beziehung; Bildungsreform; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Schulnote; Studentische Bewertung; Wissensbasis; Leistungsermittlung; Future; Society; Zukunft; Neo-liberalism; Neoliberalismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schweden
Abstract	Based on recent ethnographic research, this article explores young people's opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that "voting with the feet" emerges as an important way of exerting student influence. At the same time, young people's voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less "rewarding" aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school. (Contains 3 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10